Editorial

Underpinning the entrepreneurship educator’s toolkit: conceptualising the influence of educational philosophies and theory

“…This paper has linked educational philosophy and theory to entrepreneurship education and practice by discussing and highlighting how behaviourism, cognitivism, constructivism, and humanism can be used to underpin and support learning in entrepreneurship education. This has contributed to the literature by meeting calls to provide connections between educational theory and entrepreneurship education practice (Fayolle et al 2016) by providing links between education literature, theory, and learning (Neergaard et al 2020) and conceptualising how educational philosophies and theory can be integrated into entrepreneurship education to support learners (Bell and Bell 2020).…”

“…The underpinning educational philosophy and theory of learning should be in alignment with what the teaching seeks to impart and achieve, and the roles of the learners and educator in the learning process (Bell and Bell 2020). In light of this, it has been highlighted that education scholars have great potential to contribute to the breadth of teaching practices that can be incorporated into contemporary knowledge and literature on entrepreneurship education (Neergaard et al 2020). The following sections of this paper will review and discuss how and why the educational philosophies and learning theories of behaviourism, cognitivism, constructivism, and humanism can used to underpin entrepreneurship education.…”

“…Even though entrepreneurship education is inextricably related to education and education principles, philosophy and theory, only limited connections between education scholarship and entrepreneurship education practice and learning have been developed (Fayolle et al 2016). Indeed, whilst entrepreneurship education scholarship and research is developing, there remain areas that need to be addressed, including developing the linkages between education literature, theory and learning (Neergaard et al 2020). Bell and Bell (2020) have called for future work to investigate and conceptualise how a range of educational philosophies and theories can be integrated into entrepreneurship education to support learners.…”

The entrepreneurial mindset in entrepreneurship education: what can we learn from S-O-R models?

“…Abundant research also exists around designing and evaluating actionbased and experiential EE courses and programs (H€ agg and Gabrielsson, 2019). Thus, a great deal of investigation takes place that aims to map and classify the input in the process of EE, but less attention has been given to exploring the process and understanding the complexity of how EE fosters specific learning outcomes (Neergaard et al, 2020). We take inspiration from the logic underlying stimulus-organism-response (S-O-R) models to develop a conceptual model for exploring this dynamic relationship.…”

Problematising philosophical assumptions in EE's Invisible College

“…Questions over the relevance, coherence, appropriateness and social usefulness of EE have been asked for some time (Fayolle, 2013), with a lack of criticality and unquestioning reproduction of taken-for-granted practice and assumptions limiting its legitimacy (Berglund and Verduijn, 2018). In this conversation about the legitimacy of EE, the state of entrepreneurship education is contrasted with that of entrepreneurship, which is said to have a more advanced level of scholarship (Neergaard et al, 2020;Neck and Corbett, 2018). Entrepreneurship has been called the "mother field" or "primary field" from which EE derives, and therefore it is useful to compare scholarly development between the two fields (Thrane et al, 2016).…”